Military Medical School Research Articles

Guy Charmot: epidemiologist and French war hero

Photo shows: From left to right: Bernard Sureau (1914-1989), Guy Charmot (1914-2019), Andre Dodin (1926-1995) at l’Hopital Pasteur in 1971. Photo credit: L’Institut Pasteur Archives, Jacques Bourichon Guy Charmot, epidemiologist...

“And thence Doubt Spring around the Stock of Truth”: The Personal and Scientific Experience of the Psychiatrist Angelo Alberti during World War I

Following the health crisis that hit the Italian Army in the first year of World War I, the High Command established a Neuropsychiatric Service and in addition also a Military Medical School in San...

Отражение вопросов военной гигиены в отечественной военно-медицинской школе в период с XIX века по 1930-е годы

Отражение вопросов военной гигиены в отечественной военно-медицинской школе в период с XIX века по 1930-е годы

Отражение вопросов военной гигиены в отечественной военно-медицинской школе в период с XIX века по 1930-е годы

Отражение вопросов военной гигиены в отечественной военно-медицинской школе в период с XIX века по 1930-е годы

Military Medical Academy named after S.M. Kirov - 220 years old

History of the Military medical academy is inextricably linked with the name of Peter I, who in 1715 laid the Vyborg district of St. Petersburg admiralty and land hospitals. In those hospitals, January 9, 1733 were formed hospital (surgeon’s) school for training local doctors, which were the prototype of the Academy. In 1786, the school joined to the surgeon’s main medical (medical and surgical) school, where seven professorships were established in 1795. December 18,1798 decree issued by Emperor Paul I «On the dispensation at the main hospital buildings for special medical schools and teaching theater». The construction of a special (separate) building made it possible to have the territorial and administrative independence of the educational institution. The main medical school received the status of Medical-Surgical Academy. In1809 the Academy became the Imperial, it was given the status and functions of the Russian academy of medical sciences. At the same period, there were formed three departments - medical, veterinary and pharmaceutical, allowing Academy initiated the medical, veterinary and pharmaceutical higher education in Russia. In 1858, at the Academy the Institute of doctors (the prototype of post-graduate) was created to prepare teachers for the medical faculties of Russian universities. Establishing in 1872 a «special education course for female scientists midwives», converted in 1876 in the women’s medical courses, the Academy has initiated the formation of women’s medical education, which in those days was not the only one in our country but also in Europe. Staff and graduates of the academy have covered themselves with unfading glory in all the wars in which Russia participated. The Academy in the XIX-XX centuries developed world renowned scientific medical schools which live today. Currently, the Military medical academy named after S.M. Kirov is the major higher military medical school, head research institution and a leading military medical establishment of the Ministry of Defense of the Russian Federation.

Medalla conmemorativa del centenario de la Escuela Médico Militar

A description of the commemorative medal of the centenary of the Military Medical School is presented.

Estampilla de correos conmemorativa del Centenario de la Escuela Médico Militar

We review the ceremony of the sealing of the stamp that commemorates the centenary of the Military Medical School. «A description of the stamp is also made».

A 100 años de la creación de la Escuela Médico Militar y su relación con el binomio hospital-escuela perenne

The Escuela Medico Militar (Military Medical School) of Mexico, is a prestigious source of military medical physicians for the Mexican armed forces, model of excellence and discipline. The school is conveniently located adjacent to the modern Hospital Central Militar, which is the main teaching hospital of the school. Emphasis continues to be placed on the concomitant development of the military officer and the medical professional, So that there should be no conflict in the medical professional in understanding the military rules, representing a strength in the integrity of their graduates amen of their delivery to the service of their country.

Origen: 100 años de excelencia… Escuela Médico Militar

The Military Medical School bulwark of the Health Service of the Mexican Army and Air Force, precursor of the other Military Schools of the Health Service, is important to 100 years of its creation, to expose not only the origin of some installations, But the product of the armed movement and the first social revolution of the 20th century, establishing a philosophy, the soul of a service, and a way of life: The Mexican Military Medical.

Women in the Escuela Médico Militar (Military Medical School): Origin, past, present and future

The history of the inclusion of women in activities reserved for men, has been of struggles, obstacles, criticism and accusations. We know that customs are easier to create than to change. The creation of the Escuela Médico Militar (Military Medical School), never contemplated, that the woman participated in It, nevertheless based on the achievements of great women who made their way in a world of men, like Elizabeth Blackwell, Matilde Montoya or Clementina Espínola, among others, who defended their rights and left precedent for the others to defend ours and fight to achieve what we propose, despite the social and / or cultural burden tell us otherwise.

In the magna classroom, where the vision of the teaching of art became scientific

Observational skills that define the astute clinician are usually only acquired after years of clinical experience. Recognizing both the subtle and obvious visual details is a critical aspect of visual diagnosis or "seeing." Nonetheless, the formal teaching of observational skills is rarely included in the medical curriculum. I describe how in 1982 at the Military Medical School, 19 years before the mansion of Dr. Braverman and 26 years before the mansion of Dr. Katz, that experiential process of seeing such visual details was integrated to condition and improve the cadets of 1st. year, medical students through systematic visual training using representational paintings. Observational skills have always been the physician’s most important weapon in the diagnosis, care, and treatment of the patient. In the early 20th century, the physician was equipped primarily with a keen sense of observation and a compassionate heart; effective medications, and diagnostic laboratory tests; reliable imaging techniques were still to come. During house calls, the physician used his observational skills to evaluate both the surroundings and family members with respect to their limitations and benefits in regard to the patient. The observational skills of vision, hearing, touch, smell, and taste were well developed in most doctors. These skills were honed to razor-sharpness in the “diagnostician,” a term of honor applied to any physician, specialist, or nonspecialist, who was able to decipher complex clinical problems.

"Health as a goal, honor as a guide". How did the current motto of the Escuela Médico Militar came to be?

This article focuses on the events that originated the Military Medical School’s current motto, such as its author and the information about the contest that took place in 1973 with the purpose of the creation of said motto.

Ahmed Hilmi Pasha (1839-1905): A remarkable Ottoman physician and medical translator.

Besides being a founding member of the Ottoman Medical Society (est. 1867) and general director of the Imperial Military and Civil medical schools in Istanbul, Dr Ahmed Hilmi Pasha offered a pathology course for the first time in the Ottoman Empire. He also translated various medical textbooks from French, and he paved the way for using Turkish in Ottoman medical education.

Franciscus Cornelis Donders (1818-1889).

Franciscus Cornelis Donders was educated at Duizel and Boxmeer before entering the Military Medical School and the medical faculty at Utrecht University in 1835. In 1840, he received his MD from Leiden and spent 2 years in practice at Vlissingen before returning to Utrecht, where he was appointed as an extraordinary professor to lecture on forensic medicine, anthropology, general biology and ophthalmology. Refraction by the eye is complex, since the ray of light passes through many changes of refractive index in its path, and Donders simplified the account of the process by establishing an equivalent refractive system: the reduced eye. When Donders opened an Eye Hospital in 1858, he devoted himself to clinical ophthalmology, making fundamental advances in providing spectacles to correct errors of refraction-which he separated from errors of accommodation. In 1862, Donders was promoted as an ordinary professor at Utrecht and he handed over the greater part of his practice to his pupil Hermann Snellen. From narrow specialisation, Donders was freed to return to the broader physiology; subatmospheric pressure in the pleura was for a while referred to as 'Donders' pressure'; he also devised a method of measuring the mental reaction time taken in making discrimination, rather than the simple reaction time in which no choice is involved. He was widely honoured, presiding at international congresses, and elected as a foreign member of the Royal Society. He died suddenly on 14 March 1889, but his work lives on.

America's medical school: 5,000 graduates since the "first class".

In 1980, the Uniformed Services University of the Health Sciences (USU) graduated its first class of medical students. As a national university intended to produce "career-committed" military officers and future leaders of the Military Health System, USU functions as the service academy for military medicine and public health. More than 40 years after the school's charter and 5,000 graduates since the first class, we describe the original purpose of USU and provide an update on its achievements. In particular, we address the question of the "staying power" of the University's alumni-the degree to which graduation from the nation's military medical school is associated with long years of devoted service to military medicine. At a time when the MHS is confronting the challenge of extended deployments, rising health care costs, and a growing array of threats to our nation's health, we suggest that America needs USU now more than ever.

Assessing curriculum effectiveness: a survey of Uniformed Services University medical school graduates.

This study assessed alumni perceptions of their preparedness for clinical practice using the Accreditation Council for Graduate Medical Education (ACGME) competencies. We hypothesized that our alumni's perception of preparedness would be highest for military-unique practice and professionalism and lowest for system-based practice and practice-based learning and improvement. 1,189 alumni who graduated from the Uniformed Services University (USU) between 1980 and 2001 completed a survey modeled to assess the ACGME competencies on a 5-point, Likert-type scale. Specifically, self-reports of competencies related to patient care, communication and interpersonal skills, medical knowledge, professionalism, systems-based practice, practice-based learning and improvement, and military-unique practice were evaluated. Consistent with our expectations as the nation's military medical school, our graduates were most confident in their preparedness for military-unique practice, which included items assessing military leadership (M = 4.30, SD = 0.65). USU graduates also indicated being well prepared for the challenges of residency education in the domain of professionalism (M = 4.02, SD = 0.72). Self-reports were also high for competencies related to patient care (M = 3.86, SD = 0.68), communication and interpersonal skills (M = 3.88, SD = 0.66), and medical knowledge (M = 3.78, SD = 0.73). Consistent with expectations, systems-based practice (M = 3.50, SD = 0.70) and practice-based learning and improvement (M = 3.57, SD = 0.62) were the lowest rated competencies, although self-reported preparedness was still quite high. Our findings suggest that, from the perspective of our graduates, USU is providing both an effective military-unique curriculum and is preparing trainees for residency training. Further, these results support the notion that graduates are prepared to lead and to practice medicine in austere environments. Compared to other competencies that were assessed, self-ratings for systems-based practice and practice-based learning and improvement were the lowest, which suggests the need to continue to improve USU education in these areas.

Introduction of Integrative Health and Acupuncture to Pre-Clerkship Medical Students.

Background: Pain is a common diagnosis in both the civilian and military community. Integrative health practices, such as acupuncture, are often used to treat pain as well as other medical conditions. Medical schools must ensure that their students are aware of what patients are using and how the tools of Integrative Health can be used together with the conventional medical model. Methods: The Uniformed Services University of the Health Sciences (USUHS), The United States' military medical school, is heeding this call in innovative ways. The USUHS uses several means to teach Integrative Health throughout the 4-year medical school experience. A new component, Battlefield Acupuncture, was introduced into the second-year curriculum and was particularly relevant to service personnel. Conclusions: Integrative health modalities introduced to medical students early in their education has been well-received and will prepare them for their medical careers.

Female military medical school graduates entering surgical internships: are we keeping up with national trends?

BackgroundRatios of women graduating from the only US military medical school and entering surgical internships were reviewed and compared with national trends. MethodsData were obtained from the Uniformed Services University of the Health Sciences graduation announcements from 2002 to 2012. ResultsThere were 1,771 graduates from 2002 to 2012, with 508 female (29%) and 1,263 male (71%) graduates. Female graduates increased over time (21% to 39%; P = .014). Female general surgery interns increased from 3.9% to 39% (P = .025). Female overall surgical subspecialty interns increased from 20% in 2002 to 36% in 2012 (P = .046). Women were represented well in obstetrics (57%), urology (44%), and otolaryngology (31%), but not in neurosurgery, orthopedics, and ophthalmology (0% to 20%). ConclusionsThe sex disparity between military and civilian medical students occurs before entry. Once in medical school, women are just as likely to enter general surgery or surgical subspecialty as their male counterparts. Increased ratio of women in the class is unlikely to lead to a shortfall except in specific subspecialties.

Problems and countermeasures of pathophysiology teaching in general medicine

General/family medicine is a newly established major in medical education to meet the demands in general/family doctors. It is a new educational reform subject for medical schools to enhance the teaching for students in general medicine. Pathophysiology is a bridging course for foundational medical courses to be connected to clinical courses, and it is also a required course for medical students in cultivating students＇ critical thinking abilities. In military medical schools, there are certain features in the students. It is quite common to find these students have less desired academic foundation, and they come from different areas in the military units and will go back to certain units upon graduation. In the teaching of the course of pathophysiology, it has been proved that the following methods can help promoting the quality of teaching and learning. These methods include adjusting the teaching contents to emphasize the key points, selecting teaching methods to enhance interactions, and utilizing the advantages of internet and multi-media facilities in case discussions. However, there is still a long way to go to find out better ways in adjusting the course contents to the needs of general medicine education and sequencing the foundational courses in the medical courses. Key words: Pathophysiology ; General medicine ; Teaching design ; General military doctors

The fate of Rose Anna Shedlock (c1850–1878) and the early career of Émile Roux (1853–1933)

The 1878 marriage of Rose Anna Shedlock and Émile Roux was a closely guarded secret. Shedlock studied medicine at Edinburgh with Sophia Jex-Blake (1840-1912) and her fellow students but is not mentioned by name in the usual accounts of their battle for recognition by the University. Subsequently Shedlock attended the Paris medical school where she probably met Emile Roux who was attached to the military medical school of the Val-de-Grâce before his dismissal in 1876. Documentation of this episode and of Roux's life over the next two years is fragmentary and inaccurate. Sadly, Shedlock died, probably of tuberculosis, in 1879. In a romanticized and highly inaccurate biography Roux's niece suggested that Rose Anna contracted tuberculosis from Roux whose life was later blighted by the disease. However, Shedlock was unwell for some years before they married and it seems far more likely that she passed the disease on to him.